Distinguishing Among Book Levels
Level
A
B
C
D
Text Characteristics
~ One line of print with few words on each page
~ Easy-to-see print with ample space between words
~ Patterned, predictable text with single syllable
words
~ High frequency words: I, the, is, a, an
~ Consistent placement of words on page
~ Illustrations provide high level of support
~ Topics very familiar to most children
~ Books about eight pages
~ Two or more lines of print on each page
~ Phrases/sentences are longer
~ More variety with repeating language pattern
~ Some words with –ing, -ed, -s endings
~ Simple punctuation: more commas, simple dialogue
~ Stories set in the “here and now”
~ Longer stories with more action
~ More words/lines of print on each page
~ Longer sentences with some embedded clauses, use
of and
~ Some books do not have repeating language pattern
~ Compound words, words with regular spelling
patterns
~ Dialogue included; punctuation reflects complex
sentence structure
~ Cannot depend on illustrations/sentence patterns
~ Familiar topics offering new viewpoints
~ Experiential books: precursor to information books
~ Slightly longer, more complex stories
~ Some sentences carried over to next/several pages
~ Variety of inflectional endings, multi-syllable words,
greater number of high-frequency words
~ Interesting punctuation: dashes, ellipses
~ Illustrations used to enhance/extend meaning
~ Some books include abstract/unfamiliar ideas
~ Books range from 10-20 pages
Behaviors/Strategies
~ Use the cover to get ready to read
~ Match spoken words to printed words
~ Move from left to right when reading
~ Use the illustration and the story as a source of
information
~ Locate known word(s) in text
~ Read with fluency
~ Use the cover to get ready to read
~ Match spoken words to printed words
~ Move from left to right when reading
~ Use the illustration and the story as a source of
information
~ Locate known word(s) in text
~ Read with fluency
~ Use some letters in a word along with meaning and
word order sources of information
~ Make return sweep on more than one line of print
~ Read known words in text automatically
~ Use the pattern of the text as a source of
information to assist in reading the book
~ Begin to integrate sources of information, making
sure it makes sense, sounds right, and looks right
~ Retell the story, keeping story events in order,
making inferences about story happenings when
possible
~ Read with fluency
~ Use some letters in a word along with meaning and
word order sources of information
~ Make return sweep on more than one line of print
~ Read known words in text automatically
~ Begin to integrate sources of information, making
sure it makes sense, sounds right, and looks right
~ Analyze story to comment on events or characters
and make inferences
~ Read with fluency
Text Example
Do You Want to Be My
Friend?
(Eric Carle)
Have You Seen My
Duckling?
(Nancy Tafuri)
Brown Bear, Brown Bear,
What Do You See?
(Bill Martin, Jr.)
School Bus
(Donald Crews)
Level
E
Text Characteristics
~ Sentences with embedded phrases/clauses, language
variety
~ Text structure may include several simple, repeated
episodes
~ Less-regular spelling patterns, multi-syllable words
~ Full range of punctuation
~ More interesting vocabulary
~ Illustrations contain details relating to meaning of
whole text
~ Realistic stories, fantasy, simple informational books
F
~ Texts/sentences are longer, more lines on page
~ Language reflects written patterns, rather than
spoken ones
~ Texts may be short with unusual language, technical
words
~ Require close attention to print, sustaining meaning
~ Abstract ideas that require discussion
~ Books range from 10-30 pages
G
~ Little text support through repetition
~ Some repeating episodes to aid in prediction
~ Texts have several episodes, variety of characters
~ Greater variety of print styles, text layout
~ Characters are more complex
~ Increased high-frequency words, irregular spelling
patterns
~ Challenging ideas, vocabulary, technical language
~ Readers must remember information over longer
reading time
Behaviors/Strategies
~ Notice errors and cross-check with unused sources
of information
~ Monitor for all sources of information, checking to
make sure what has been read makes sense, sounds
right, and looks right
~ Use internal parts of words with beginnings and
endings
~ Track print with eyes and use a finger only at points
of difficulty
~ Retell and summarize, making inferences, and
commenting on story events
~ Read increasingly more difficult words, letter by
word part
~ Use parts from known words to read unknown words
~ Begin to monitor, cross-check sources of information
and self-correct at the point of error
~ Integrate sources of information, checking to make
sure what has been read makes sense and sounds
right, as well as looks right
~ Retell and summarize, keeping story events in order
to analyze content and make inferences
~ Read with more fluency and phrasing on repeated
readings of the same text
~ Read increasingly more difficult words using letter/
sound analysis
~ Demonstrate understanding of irregular spelling
patterns
~ Use parts from known words to read unknown words
~ Begin to monitor, cross-check sources of information
and self-correct at the point of error
~ Integrate sources of information, checking to make
sure what has been read makes sense and sounds
right, as well as looks right
~ Retell and summarize, keeping story events in order
to analyze content and make inferences
~ Read with more fluency and phrasing on repeated
readings of the same text
Text Example
Five Little Monkeys
Jumping on the Bed
(Eileen Christelow)
Rosie’s Walk
(Pat Hutchins)
The Carrot Seed
(Ruth Krauss)
Level
H
I
J
K
Text Characteristics
~ Feature literary language/text structure, poetic
language
~ Greater vocabulary; full range of high-frequency
words
~ Pictures appear on most pages to enhance meaning
~ Characters learn and change; events require
interpretation
~ Readers must apply skills to read longer, more varied
texts
~ Stories range from 10-30 pages
~ Font size smaller, more words on each page
~ New sentences begin on left margin, or are signaled
by clear spacing after ending punctuation
~ More informational books; shorter because content is
difficult
~ For narratives, there is one main plot with solution
~ Character and story events require interpretation,
discussion
~ Transition made to “chapter-like” books
~ Some books range from 30-40 pages
~ Plenty of dialogue, longer/complex sentences
~ Adjectives and adverbs included
~ Most books have one plot with several episodes
~ Most books/chapters take place in one day
~ Automatic recognition of many words required/quick
solving of new/multi-syllable words
~ Chapter books, series books ranging over 50 pages
~ More complex dialogue: several characters talking on
one page
~ Themes require understanding outside of own
experiences
~ Chapter books with multiple episodes relating to
single plot, covering longer time period
~ Vocabulary not usually encountered in spoken
language
~ Illustrations not needed to read text; help with
visualizing
~ Books range up to 75 pages
Behaviors/Strategies
~ Envision the story to compensate for low picture
support
~ Keep the accumulating story events (or content) in
mind
~ Process more complex vocabulary and literary
structures, including nonfiction
~ Stop and self-correct at the point of error
~ Read with fluency
Text Example
Goodnight Moon
(Margaret Wise Brown)
~ Envision the story to compensate for low picture
support
~ Keep the accumulating story events (or content) in
mind
~ Process more complex vocabulary and literary
structures, including nonfiction
~ Stop and self-correct at the point of error
~ Read with fluency
Hattie and the Fox
(Mem Fox)
~ Communicate understanding of the text
~ Independently integrate all sources of information
during reading
~ Word solve with control and independence at the
point of error
~ Read with fluency and phrasing on longer passages of
text
~ Solve difficult words with relative ease, selfcorrecting at the point of error
~ Discover new vocabulary words by attending to the
story, illustrations, and one’s own background of
experience
~ Read with fluency, intonation, and phrasing
~ Communicate understanding of new material
Henry and Mudge
(Cynthia Rylant)
Nate the Great
(Marjorie W. Sharmat)
Level
L
M
Text Characteristics
~ Longer/complex picture books, chapter books
~ Print size varied, much smaller
~ Full range of genres
~ Several characters with various backgrounds/
interactions
~ More sophisticated plots/events in story build on
each other
~ Higher level of conceptual understanding needed
~ Conventions: ellipses, italics, bold, all capitals,
indentations
~ Books range from 70-80 pages/chapters from 5-15
pages
~ Complex language/themes requiring interpretation,
background knowledge, understanding of character
development
~ Vocabulary includes words that are specific to
context
~ Writer’s style is evident: words, sentence structure,
character, descriptions, humor
~Text features included (Ex: index, time line, glossary)
~ Chapter books range from 60-100 pages
Behaviors/Strategies
~ Process chapter books and shorter informational
books with more sophisticated plots and few
illustrations
~ Read chapter books knowing there are multiple
episodes related to a single plot
~ Bring prior knowledge to content, but can also access
content through the text and illustrations
~ Begin to recognize theme across texts
~ See multiple perspectives of characters as revealed
through description, what they say, think, or do, and
what others say about them
~ Process complex sentences with embedded clauses
and figurative language
~ Solve a large number of words flexibly, including
plurals, contractions, possessives, multi-syllable
words, content-specific words, and technical words
~ Read silently in independent reading
~ Demonstrate all aspects of smooth, fluent processing
in oral reading
~ Identify the characteristics of a range of genres
(Ex: realistic fiction, fantasy, biography)
~ Develop interest in series books and mysteries
~ Read fiction narratives with more elaborate plots and
multiple characters who change over time
~ Identify nonfiction text structures within shorter
nonfiction texts on single topics
~ Process complex sentences with prepositional
phrases and introductory clauses
~ Solve words smoothly and automatically in both oral
and silent reading
~ Read and understand descriptive words, and some
content-specific and technical words
Text Example
Pinky and Rex
(James Howe)
Magic Treehouse Series
(Mary Pope Osborne)
Level
N
O
Text Characteristics
~ More complex and sophisticated themes
~ More emphasis on reading a variety of informational
texts
~ Writer’s devices include irony, suspense/mystery
~ Vicarious experiences to help understand the world
~ Demand on reader to use variety of comprehension
strategies
~ Chapter books may be 100 pages +
~ Longer chapter books with a range of problems
~ Multiple characters whose development is shown
through what they say and do
~ Readers required to analyze new/difficult words
while maintaining meaning
~ Realistic/historical fiction, biography, science
fiction, humor, traditional literature ranging from 50
to 200 pages
Behaviors/Strategies
~ Process full range of genres, short fiction
stories, chapter books, and shorter informational
texts
~ Read fiction narratives with more elaborate plots and
multiple characters who change over time
~ Read series books and mysteries
~ Process nonfiction texts with information in
categories on several related topics
~ Identify and use nonfiction text structures
~ Read with phrasing, fluency and appropriate word
stress in a way that reflects meaning and recognizes
punctuation
~ Slow down to problem solve or search for
information, and then resume normal pace
~ Process complex sentences with prepositional
phrases and introductory clauses
~ Solve words smoothly and automatically in both oral
and silent reading
~ Read and understand descriptive words, and some
content-specific and technical words
~ Process full range of genres, short fiction
stories, chapter books, and shorter informational
texts
~ Read mysteries, series books, books with sequels, and
short stories
~ Read fiction narratives with more elaborate plots and
multiple characters who change over time
~ Process nonfiction texts with information in
categories on several related topics
~ Identify and use nonfiction text structures
~ Process complex sentences with prepositional
phrases and introductory clauses
~ Solve new vocabulary words, some defined in text
and other unexplained
~ Read and understand descriptive words, and some
content-specific and technical words
~ Read silently with little overt problem solving
~ Demonstrate all aspects of smooth, fluent processing
Text Example
Amber Brown
(Paula Danziger)
Ramona
(Beverly Cleary)
Level
P
Q
Text Characteris
~ Chapter books focus on pre/adolescent issues
~ More complex ideas/language, and sophisticated
vocabulary
~ Texts contain longer, descriptive narratives
~ Texts include figurative language, play on words,
simile, metaphor
~ Narrative texts have very few illustrations
~ Themes require interpretation
~ A mature focus is needed
~ Texts contain sophisticated humor, complex plots,
and difficult words
~ Thoughts/perspectives of characters revealed
through dialogue and viewpoints of other characters
Behaviors/Strategies
~ Identify characteristics of a full range of genres,
biographies on less well-known subjects, and hybrid
genres
~ Read chapter books, shorter informational texts,
mysteries, series, sequels, and short stories
~ Read fiction narratives with more elaborate plots and
multiple characters who change over time
~ Process abstract and mature themes, and take on
diverse perspectives and issues related to race,
language, and culture
~ Read nonfiction texts with information in
categories on several related topics, many of which
are well beyond readers’ typical experience
~ Identify and use nonfiction text structures
~ Process complex sentences with prepositional
phrases and introductory clauses
~ Solve new vocabulary words, some defined in text
and others unexplained
~ Word solving is smooth and automatic in silent and
oral reading
~ Read and understand descriptive words, and some
content-specific and technical words
~ Automatically read and understand a full range of
genres, including biographies on less well-known
subjects and hybrid genres
~ View perspectives different than their own as well as
settings and people far distant in time and space
~ Mostly silent read, but fluency and phrasing in oral
reading is well-established
~ Find challenge in longer descriptive words, and
content-specific and technical words that require
using embedded definitions, background knowledge,
and glossaries
~ Read and understand texts in a variety of layouts as
well as font and print characteristics, and
consistently search for information in illustrations
and increasingly complex graphics
Text Example
Time Warp Trio Series
(John Scieszka)
James and the Giant
Peach
(Roald Dahl)
Level
R
S
Text Characteristics
~ Vocabulary requires understanding of connotations
~ Background knowledge required to comprehend
simile/metaphor and technical aspects
~ Books extend understanding, take reader to distant
times/places
~ Concepts tied to historical events/environmental
information
~ Complex ideas that touch upon a wide variety o
topics and cultures
~ Words contain shades of meanings that must be
interpreted
~ Fluent reading required to attend to meaning and
punctuation
~ Historical fiction and biographies help to extend
readers’ view of the world
~ Settings are far distant from one’s own experiences
Behaviors/Strategies
~ Automatically read and understand a full range of
genres, including biographies on less well-known
subjects and hybrid genres
~ Read diaries and logs
~ View perspectives different than their own as well as
settings and people far distant in time and space
~ Mostly silent read, but fluency and phrasing in oral
reading is well-established
~ Find challenge in longer descriptive words, and
content-specific and technical words that require
using embedded definitions, background knowledge,
and glossaries
~ Read and understand texts in a variety of layouts as
well as font and print characteristics, and
consistently search for information in illustrations
and increasingly complex graphics
~ Automatically read and understand a full range of
genres, including biographies on less well-known
subjects and hybrid genres
~ Read diaries and logs
~ View perspectives different than their own as well as
settings and people far distant in time and space
~ Process long complex sentences (some with more
than fifteen words)
~ Mostly silent read, but fluency and phrasing in oral
reading is well-established
~ Find challenge in longer descriptive words, and
content-specific and technical words that require
using embedded definitions, background knowledge,
and glossaries
~ Take apart multisyllable words and use a full range of
word-solving skills
~ Read and understand texts in a variety of layouts as
well as font and print characteristics, and
consistently search for information in illustrations
and increasingly complex graphics
Text Example
Sarah, Plain and Tall
(Patricia MacLachlan)
Bridge to Terabithia
(Katherine Paterson)
Level
T
U
Text Characteristics
~ Represented by a variety of genres and text
structures
~ Texts include complex character development and
symbolism
~ Fantasy, historical fiction, informational books,
biographies, and realistic fiction help to extend
readers’ view of the world
~ Topics encompass political and historical events,
and cultural/racial issues
~ Informational texts report on a wide range of topics
and include specific technical information
~ Narrative texts include plots and subplots, and
develop complex characters
~ Texts present abstract symbolism and themes
~ Text formats may be creative/unconventional
Behaviors/Strategies
~ Read texts in full range of genres with many lines of
print on each page, requiring readers to remember
information and connect ideas over an extended
period of time
~ Read complex fantasy, myths, and legends for added
challenge and increased use of symbolism
~ View perspectives different than their own as well as
settings and people far distant in time and space
~ Mostly silent read, but fluency and phrasing in oral
reading is well-established
~ Find challenge in longer descriptive words, and
content-specific and technical words that require
using embedded definitions, background knowledge,
and glossaries
~ Take apart multisyllable words and use a full range of
word-solving skills
~ Search for and use information in an integrated way,
using complex graphics and texts that present
content requiring background knowledge
~ Read texts in full range of genres with many lines of
print on each page, requiring readers to remember
information and connect ideas over an extended
period of time
~ Read complex fantasy, myths, and legends for added
challenge and increased use of symbolism
~ View perspectives different than their own as well as
settings and people far distant in time and space
~ Mostly silent read, but fluency and phrasing in oral
reading is well-established
~ Find challenge in longer descriptive words, and
content-specific and technical words that require
using embedded definitions, background knowledge,
and glossaries
~ Take apart multisyllable words and use a full range of
word-solving skills
~ Search for and use information in an integrated way,
using complex graphics and texts that present
content requiring background knowledge
Text Example
Baby
(Patricia MacLachlan)
Tuck Everlasting
(Natalie Babbitt)
Level
V
W
Text Characteristics
~ Biographies require a significant amount of historical
information, and focus on harsh themes and difficult
periods
~ Science fiction encompasses sophisticated ideas and
concepts
~ Realistic/historical fiction presents significant
underlying messages
~ Writer’s craft is evident
~ Themes explore the human condition
~ Characters suffer/learn from hardship
~ Requires an awareness of social and political
issues
~ Fantasy/science fiction texts include heroic
characters, moral questions, and contest between
good and evil
~ Informational texts present complex graphic
information
~ Biographies require the reader to make inferences
about what motivated achievements
Behaviors/Strategies
~ Read texts in full range of genres with many lines of
print on each page, requiring readers to remember
information and connect ideas over an extended
period of time
~ Read complex fantasy, myths, and legends for added
challenge and increased use of symbolism
~ Encounter some abstract special forms of literature,
such as satire
~ View perspectives different than their own as well as
settings and people far distant in time and space
~ Mostly silent read, but fluency and phrasing in oral
reading is well-established
~ Can be very expressive when presenting poetry or
readers’ theater
~ Find challenge in longer descriptive words, and
content-specific and technical words that require
using embedded definitions, background knowledge,
and glossaries
~ Take apart multisyllable words and use a full range of
word-solving skills
~ Search for and use information in an integrated way,
using complex graphics and texts that present
content requiring background knowledge
~ Identify classical motifs within complex fantasy,
myths, and legends
~ Read biographies about people who may not be known
to readers and who may not be admirable
~ Encounter mature themes that expand knowledge of
social issues
~ Encounter abstract special forms of literature,
such as satire, and literary devices, such as irony
~ Process multidimensional themes
~ Reads aloud with expression (Ex: readers’ theater)
~ Face heavy load of content-specific and technical
words
~ Read texts that require knowledge of historical
events and may contain language that is archaic or
from regional dialects or languages other than
English
Text Example
A Wrinkle in Time
(Madeleine L’Engle)
Missing May
(Cynthia Rylant)
Level
X
Text Characteristics
~ Science fiction presents increase in technical
knowledge
~ Fantasy texts include quests, and struggles between
good and evil
~ Texts contain an implied meaning via writer’s use of
symbolism
~ Continued increased sophistication evident in
vocabulary, language, and text topic
Y
~ Texts include subtle themes and complex plots
~ Texts provide explicit details related to a range of
social problems
~ Irony and satire is evident
~ Complex works of fantasy that encompasses hero
figures, heroic journeys, and underlying lessons
Z
~ Informational books reflect controversial social
concepts and political issues
~ Detailed historical accounts of less well-known
periods
~ Mature themes presented relative to the human
condition
~ Texts provide graphic details of hardship and
violence
Adapted from The Continuum of Literacy Learning (Fountas & Pinnell, 2007)
Behaviors/Strategies
~ Understand and respond to mature themes, such as
sexuality, abuse, poverty, and war
~ Applies critical thinking while reading biographies
about people who may not be known to readers and
who may not be admirable
~ Encounter abstract special forms of literature,
such as satire, and literary language to convey irony
~ Process and understand multidimensional themes and
characters and the complex ways they are developed
~ Possess developed knowledge of content, including
scientific information and historical events and apply
prior understandings in a critical way
~ Understand and respond to mature themes, such as
sexuality, abuse, poverty, and war
~ Applies critical thinking while reading biographies
about people who may not be known to readers and
who may not be admirable
~ Encounter abstract special forms of literature,
such as satire, and literary language to convey irony
~ Process and understand multidimensional themes and
characters and the complex ways they are developed
~ Possess developed knowledge of content, including
scientific information and historical events and apply
prior understandings in a critical way
~ Understand and respond to mature themes, such as
sexuality, abuse, poverty, and war
~ Applies critical thinking while reading biographies
about people who may not be known to readers and
who may not be admirable
~ Encounter abstract special forms of literature,
such as satire, and literary language to convey irony
~ Process and understand multidimensional themes and
characters and the complex ways they are developed
~ Possess developed knowledge of content, including
scientific information and historical events and apply
prior understandings in a critical way
Text Example
Where the Red Fern
Grows
(Wilson Rawls)
The Diary of Anne
Frank
The Adventures of Tom
Sowyer
(Mark Twain)
Julie-Anne Walsh